Sunday, 11 January 2026
FA Cup: Chelsea beat Charlton Athletic; Macclesfield knock out holders Crystal Palace in greatest upset
Friday, 12 December 2025
Can you wear the same pair of socks more than once?
Primrose Freestone, University of Leicester
It’s pretty normal to wear the same pair of jeans, a jumper or even a t-shirt more than once. But what about your socks?
If you knew what really lived in your socks after even one day of wearing, you might just think twice about doing it.
Our feet are home to a microscopic rainforest of bacteria and fungi – typically containing up to 1,000 different bacterial and fungal species. The foot also has a more diverse range of fungi living on it than any other region of the human body.
The foot skin also contains one of the highest amount of sweat glands in the human body.
Most foot bacteria and fungi prefer to live in the warm, moist areas between your toes where they dine on the nutrients within your sweat and dead skin cells. The waste products produced by these microbes are the reason why feet, socks and shoes can become smelly.
For instance, the bacteria Staphylococcal hominis produces an alcohol from the sweat it consumes that makes a rotten onion smell. Staphylococcus epidermis, on the other hand, produces a compound that has a cheese smell. Corynebacterium, another member of the foot microbiome, creates an acid which is described as having a goat-like smell.
The more our feet sweat, the more nutrients available for the foot’s bacteria to eat and the stronger the odour will be. As socks can trap sweat in, this creates an even more optimal environment for odour-producing bacteria. And, these bacteria can survive on fabric for months. For instance, bacteria can survive on cotton for up to 90 days. So if you re-wear unwashed socks, you’re only allowing more bacteria to grow and thrive.
The types of microbes resident in your socks don’t just include those that normally call the foot microbiome home. They also include microbes that come from the surrounding environment – such as your floors at home or in the gym or even the ground outside.
In a study which looked at the microbial content of clothing which had only been worn once, socks had the highest microbial count compared to other types of clothing. Socks had between 8-9 million bacteria per sample, while t-shirts only had around 83,000 bacteria per sample.
Species profiling of socks shows they harbour both harmless skin bacteria, as well as potential pathogens such as Aspergillus, Candida and Cryptococcus which can cause respiratory and gut infections.
The microbes living in your socks can also transfer to any surface they come in contact with – including your shoes, bed, couch or floor. This means dirty socks could spread the fungus which causes Athlete’s foot, a contagious infection that affects the skin on and around the toes.
This is why it’s especially key that those with Athlete’s foot don’t share socks or shoes with other people, and avoid walking in just their socks or barefoot in gym locker rooms or bathrooms.
Foot hygiene
To cut down on smelly feet and reduce the number of bacteria growing on your feet and in your socks, it’s a good idea to avoid wearing socks or shoes that make the feet sweat.
Washing your feet twice daily may help reduce foot odour by inhibiting bacterial growth. Foot antiperspirants can also help, as these stop the sweat – thereby inhibiting bacterial growth.
It’s also possible to buy socks which are directly antimicrobial to the foot bacteria. Antimicrobial socks, which contain heavy metals such as silver or zinc, can kill the bacteria which cause foot odour. Bamboo socks allow more air flow, which means sweat more readily evaporates – making the environment less hospitable for odour-producing bacteria.
Antimicrobial socks might therefore be exempt from the single-use rule depending on their capacity to kill bacteria and fungi and prevent sweat accumulation.
But for those who wear socks that are made out of cotton, wool or synthetic fibres, it’s best to only wear them once to prevent smelly feet and avoid foot infections.
It’s also important to make sure you’re washing your socks properly between uses. If your feet aren’t unusually smelly, it’s fine to wash them in warm water that’s between 30-40°C with a mild detergent.
However, not all bacteria and fungi will be killed using this method. So to thoroughly sanitise socks, use an enzyme-containing detergent and wash at a temperature of 60°C. The enzymes help to detach microbes from the socks while the high temperature kills them.
If a low temperature wash is unavoidable then ironing the socks with a hot steam iron (which can reach temperatures of up to 180–220°C) is more than enough kill any residual bacteria and inactivate the spores of any fungi – including the one that causes Athlete’s foot.
Drying the socks outdoors is also a good idea as the UV radiation in sunlight is antimicrobial to most sock bacteria and fungi.
While socks might be a commonly re-worn clothing item, as a microbiologist I’d say it’s best you change your socks daily to keep feet fresh and clean.![]()
Primrose Freestone, Senior Lecturer in Clinical Microbiology, University of Leicester
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Thursday, 13 November 2025
How to empower teachers and help students prepare for a sustainable future
Teachers, including in Brazil and England, help young people live with futures shaped by local and global environmental challenges. However, despite expressing overwhelming concern about issues related to climate change and sustainability, many teachers do not feel equipped to teach it in schools.
Urgent action from policymakers is needed to support them.
Teachers shape how young people understand and respond to environmental crises. Without proper support, students risk leaving school unprepared for some of the most urgent challenges of our time: this is a societal risk, not just an educational issue.
Despite public demand for action in response to climate change, schools often lack the expertise and resources to realise this. Empowering teachers means building stronger communities: when well-equipped teachers foster agency and action, not just knowledge and skills.
Young people can bring ideas home, influence families and drive local change. So climate change and sustainability education becomes a catalyst for resilience and transformation, essential for preparing the next generation to thrive in a rapidly changing world.
Leaders from across the world are coming together in Brazil to discuss progress and negotiate actions in response to climate change as part of an annual UN climate summit (Cop30). This provides a vital opportunity to underline for global leaders the support that teachers and schools need.
Over the last few years, we have worked with hundreds of teachers in both England and Brazil to explore their experiences of teaching climate change and sustainability. Teachers have shared with us the barriers they experience related to climate change and sustainability education and the support they need to overcome them. While there is diversity in terms of geographical context, there are many commonalities.
Barriers
Education systems which have a rigid national curriculum with an emphasis on high-stakes examinations create barriers for teachers in both England and Brazil. Existing systems require teachers to prioritise examination content which frequently has limited focus on climate change and sustainability topics.
Teachers in both countries reported challenges in teaching climate change and sustainability in ways that underlined the real-world relevance to the lives of the young people they teach.
Another limitation is the lack of opportunities for professional learning that support teachers in integrating climate change and sustainability into their teaching. This gap exists throughout their careers, such that they frequently share they have insufficient or insecure knowledge and understanding of climate change and sustainability issues. This lowers teachers’ confidence and limits their classroom practices.
Boosts
Governments can better support teachers by ensuring that climate change and sustainability is explicitly recognised and valued in local, regional and national policies that govern schools. This could include national curricula, professional standards for teachers and school leaders and school-inspection frameworks.
Teachers in both England and Brazil recognise how important it is to have school leaders who value climate change and sustainability and how – when school leaders provide a culture of support across the school community – this is transformational for climate change and sustainability education.
All teachers can benefit from high-quality professional learning focused on climate change and sustainability education from the beginning of their careers and throughout their professional lives. When teachers have the time and support to co-design learning – with each other and with their students – which draws on different ways of understanding climate change and sustainability issues, this builds teacher confidence and provides richer learning experiences for children and young people.
Climate change and sustainability education is essential for preparing young people to navigate and shape a rapidly changing world, but teachers cannot carry this responsibility alone.
By embedding climate change and sustainability in curricula and supporting career-long professional learning for teachers, classrooms can be transformed into sites of agency and local action. This can amplify young people’s influence in their communities and reduce a wider societal risk of leaving a generation unprepared.
Cop30 offers a timely moment for leaders to commit to support for teachers so that policy matches public concern and evidence-based practice translates into real-world resilience.
Don’t have time to read about climate change as much as you’d like?
Get a weekly roundup in your inbox instead. Every Wednesday, The Conversation’s environment editor writes Imagine, a short email that goes a little deeper into just one climate issue. Join the 47,000+ readers who’ve subscribed so far.![]()
Nicola Walshe, Professor of Education, UCL; Denise Quiroz Martinez, Lecturer in Education at the Faculty of Social Sciences, University of Stirling, and Luciano Fernandes Silva, Professor, Institute of Chemistry and Physics
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Friday, 17 October 2025
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Wednesday, 15 October 2025
Lack of fibre is putting the brakes on UK’s data centre expansion, says study

Tuesday, 7 October 2025
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Holgate Windmill, the only remaining working 5-sailed, double-shuttered windmill in England – SWNS
Holgate Windmill circa 1930s – SWNS
Steve Potts, the head miller at the Holgate Windmill – SWNS
Holgate Windmill circa 1900 – SWNS
Tuesday, 23 September 2025
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Monday, 22 September 2025
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Jake Scrace on his kite-surfing tow-up over Isle of Wight for Guinness World Record – SWNS
– SWNSMonday, 4 August 2025
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Monday, 16 June 2025
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– credit Curated Lifestyle for Unsplash +Thursday, 15 May 2025
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Friday, 11 April 2025
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Melanie Barratt out in the English Channel – credit SWNS
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